THE EFFECT OF BULLYING TO THE ACADEMIC PERFORMANCE OF THE

STUDENTS”

( LITERATURE REVIEW )

- INTRODUCTION -

Bullying is no longer considered as a normal rite of passage, but a primary public health
problem, which is known to pose serious long-term impacts in schools (Swartz, 2016). Some
children and youths are victims of bullying in schools, and they are bullied through different
electronic means (Swartz, 2016). It is well established that bullying among children and youths
lead to different physical symptoms such as headache and sleep disturbances. Bullying in
schools also leads to anxiety, depression, and substance use, especially among youths
Menesini & Salmivalli, (2017). Similarly, perpetrators experience long-term consequences such
as higherrisks for depression and can engage in activities, such as vandalism and theft (Swartz,
2016). Bullying has been witnessed in some of the Cameroon schools. Elamé (2013) explained
that in Cameroon, school children experienced different types of bullying, such as physical
bullying, which has been an intercultural challenge. Bullying in Cameroon is attributed to
intercultural education, and the majority of immigrants are the most affected population.This
chapter throws more light on the definition of bullying, the types of bullying which include
physical, verbal, social, and cyberbullying, and the incidence/prevalence of bullying. The
literature in this section was reviewed on bullying and school environment, bullying and
academic performance, and bullying, and mental health.

- BODY -

What is the impact of bullying on academic performance?

The first research question explored the impact of bullying on academic performance. Teachers
and students in the study reported that bullying in schools creates an insecure environment for
students, which negatively impacts the ability to conform to class activities, hence causing poor
performance in class. Also, teachers and students mentioned that bullying has adverse effects
on the psychology of students and makes them panic and afraid in class, which negatively
impacts their school performance. The results add value to the existing body knowledge that
bullying in academic settings is a global problem that affects school performance among
students. Bullying in schools negatively impacts academic performance because it affects the
physical, social, psychological, and emotional wellbeing of students (Cynthia, 2014; Sekol,
Farrington, & Ireland, 2016; Shafqat & Jan, 2015). Similarly, the existing literature indicates that
bullied students develop fear and low self-confidence, which diminishes the personality traits in
schools. Such students are unable to pay close attention to what is being taught in class, and
this leads to poor performances (Al-Raqqad, Al-Bourini, Al Talahin, & Aranki, 2017; Mundbjerg,
Nielsen, & Simonsen, 2014).Also, bullying in schools is associated with death among students
and school dropouts. Teachers and students shared that bullying causes senior students to use
their force or physicalstrength to hurt and harm junior students in school. Also, teachers and
students revealed that bullied students might drop out of school while others seek for
alternatives or change schools. The findings align with the literature that bullying in schools
leads to high dropouts and the ability of students to change schools. Bullying causes fear, and
students develop negative attitudes to school, and this leads to increased cases of school
dropouts while other students switch to different schools (Gasper, DeLuca, & Estacion, 2012;
Nadine, 2014).

What type of bullying is most common in your school?

The second research question of the study evaluated the types of bullying, which are common
in secondary schools in Cameroon. Teachers and students revealed that different types of
bullying occur in secondary schools. Teachers and students reported that verbal, social, and
physical bullying is the main types found in the secondary schools across Cameroon. Teachers
and students disclosed that taunting, teasing, name-calling, spreading rumors about someone,
leaving someone out on purpose, hitting, punching, kicking, pushing, and taking someone's
thing occur in schools. Teachers and students mentioned that these types of bullying occur at
school during class hours when teachers left, during games, and in dormitories. Teachers and
students reported that these types of bullying occur daily, occasionally, or weekly, which affect
the profound development among students. The results support the research by other scholars
that physical acts like restraining other students against their will, hitting, assault, kicking, and
pinching are the main bullying in schools. Also, verbal bullying, like the use of nicknames,
threats, and insults, are experienced by secondary school students (Price, Chin, Higa-McMillan,
Kim, & Frueh, 2013). Also, the results align with the information in a review by Arseneault
(2018), which showed that victims of bullying experience discrimination and prejudice, lack of
support, or poor friendship, they are outnumbered in schools, face lack of confidence, and lack
physical strength. The studies indicated that such bullying occurs during in any class and in any
other school activities.

- CONCLUSION -

The study explored the impacts of bullying in public and private schools in Cameroon with a
focus on the academic performance of students. The study indicated that verbal bullying,
physical bullying, and social bullying are common in schools with negative effects. These
bullying behaviors mainly occur within the school environment, such as in-class and dormitories,
when students are on their way home or on the way to school. The study revealed that bullying
in schools negatively impacts student’s behaviors in terms of behavior and academic
performances. The study revealed that bullying results in students developing fear, panic, and
disengaging inclass activities, which leads to poor academic performances.The study also
revealed that the perpetrators of bullying are mainly the senior students who bully their juniors,
which results in many students dropping out of school while others are changing their schools.
The findings of the study also demonstrated that victims of bullying develop negative attitudes
towards education, which impacts their achievements. Cases of out of school bullying are
reported by the victims where teachers and the school administration take actions to mitigate
them. The study revealed that school rules and policies, and disciplinarymeasures had been put
in place in schools to assist in preventing such bullying behaviors. However, they are not
effective in addressing bullying because the incidence continues to rise, with most students
engaging in such acts.

- REFERENCES -

Cameroon Education. (2019). Bullying in Cameroon: Bullying and how to handle it –

Cameroon.Retrieved from
http://www.camerooneducation.info/career-options/careerguide/Bullying.html

Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010).

Predictors of bullying and victimization in childhood and adolescence: a meta-analytic

investigation. School Psychology Quarterly, 25(2), 65.

Department for Children, & Schools. (2009). Your child, your schools, our future: building a 21st
century schools system (Vol. 7588).

DERECHO INTERNACIONAL. Department for Children, Families and Schools

(DfCFS): Your child, your schools, our future: building a 21st century schools system. 2009,
London: TSO

Leader : Jhon Carlo G. Del Castillo

Members :

• Mcjudmarl Maverick A. Dayondon. • Antoneth L. Loyaga

• Eutiquio Jr. B. Mahinay • Jordan T. Alarcon

• Jomarie L. Uba • Jhon Wilbert V. Sarausos